Journalartikel

Jahr der Veröffentlichung: 2023

Seiten: 65-79

Zeitschrift: Sexes

Bandnummer: 4

Heftnummer: 1

eISSN: 2411-5118

Open Access Status: Gold

DOI Link: https://doi.org/10.3390/sexes4010007

Verlag: MDPI

Abstract: 
Research on sexual diversity in physical education (PE) focuses primarily on students and rarely on teachers. Against this background, this study takes a look at teachers and explores the question of how lesbian, gay, and bisexual (LGB) teachers experience PE. Our study was conceived as a systematic literature review of qualitative studies published between 1990 and 2022. The processual study selection was carried out according to PRISMA. A total of nine studies were identified that met our inclusion criteria. We analyzed and compared the findings of these studies. On an overarching level, our analysis shows that the identified studies predominantly focus on the challenges and problems associated with the sexuality of LGB teachers. Furthermore, our analysis shows that the PE teachers interviewed in the studies perceive and anticipate school as a homophobic context. From the teachers' perspective, PE is a special subject that they experience as particularly risky due to their sexuality. Against the backdrop of these experiences, many PE teachers use protective strategies, which mainly consist of hiding their own sexuality and ignoring the perceived homophobia. In the end, research implications are discussed, highlighting the need for ongoing research on LGB PE teachers.

Harvard-Zitierstil: Mueller, J. and Boehlke, N. (2023) How Lesbian, Gay, and Bisexual Teachers Experience Physical Education-A Systematic Review of Qualitative Studies, Sexes, 4(1), pp. 65-79. https://doi.org/10.3390/sexes4010007

APA-Zitierstil: Mueller, J., & Boehlke, N. (2023). How Lesbian, Gay, and Bisexual Teachers Experience Physical Education-A Systematic Review of Qualitative Studies. Sexes. 4(1), 65-79. https://doi.org/10.3390/sexes4010007